S

Update on Math Initiatives- Redux

Principals’ MeetingOctober 24, 2013

Math Proficiency NC vs. WCPSS

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Math I

NC 46.8 47.6 47.7 38.9 38.5 34.2 42.6

WCPSS

61.2 59.2 61.8 51 50.4 42 53

10

30

50

70

90

% Level III/IV

Student proficiency

rates

Pick a number . . .

Math I Percent Proficient:

Student proficiency

rates

53% 48.5%

43% 19%

Percent of Students Meeting ACT Math Benchmark of 22 by Subgroup

ALL

FEMALE

MALE

AMIN

ASIAN

BLACK

HISP

MULT

I

WHIT

EEDS

LEP

SWD

AIG0

10

20

30

40

50

60

70

80

90

100

45 43 47

31

78

14

25

40

60

16

511

86

Math I Proficiency Data by Grade Level

Grade

LevelPercent

Tested by Grade Level

Percent Proficient by Grade

Level1 2 3 4

6 0% 0% 50% 50% 0.0% 100.0%

7 3% 10% 44% 43% 8.2% 86.9%

8 13% 22% 48% 17% 52.2% 64.9%

9 44% 32% 22% 2% 26.2% 23.9%

10 68% 23% 9% 1% 11.0% 9.8%

11 75% 19% 6% 0% 2.1% 5.9%

12 82% 9% 9% 0% 0.4% 8.9%

Total Math I 28% 24% 36% 13% 100.0% 48.5%

Academic Growth Rates

Math Growth Rate: NC vs. WCPSS% Schools Meeting or Exceeding Growth Expectations

G4 Math G5 Math G6 Math G7 Math G8 Math Algebra I / Math I

2012 0.855769230769231

0.933333333333333

0.606060606060606

0.676470588235295

0.542857142857143

0.627

2013 0.78095238095238

0.855769230769231

0.583333333333333

0.75 0.588235294117647

0.867

10%

30%

50%

70%

90%

Academic Growth Rates

PSAT 2012-13 SOAS Report

Note: Data only include Sophomores taking the test

College and Career Readiness Benchmarks

Score Distribution - Mathematics

44

Mathematics Skills Analysis

Content Process• Number and Operations• Algebra and Functions• Geometry and

Measurement• Data, Statistics, and

Probability

• Problem Solving• Representation• Reasoning• Connections• Communication

WHA

T

HOW

Mathematics Skills Analysis

Mathematics Skills Analysis

49%

56%

30%

40%

58%

WHAT DOES RESEARCH SAY ABOUTHOW MATHEMATICS INSTRUCTION

SHOULD BE CONDUCTED?

A variety of instructional methods should be used in classrooms to cultivate students’ abilities to investigate, make sense of, and construct meanings from new situations; to make and provide arguments for conjectures; and to use a flexible set of strategies to solve problems from both within and outside mathematics. In addition to traditional teacher demonstrations and teacher-led discussions, greater opportunities should be provided for small-group work, individual explorations, peer instruction, and whole-class discussions in which the teacher serves as a moderator. (NCTM, 1989, pp. 125, 128)

To sum it up . . .

Teachers need to support students in engaging in Mathematical Discourse.

Definition of Mathematical Discourse

A process by which students use discourse, both verbal and written, to reflect on the mathematics they have engaged with in order to discover important mathematical concepts and to develop mathematical thinking.

S

Keys to Mathematical

Discourse

Let’s Review . . . (Common Core Math Summer Training 2013)

The Keys to Mathematical Discourse

Authentic, Rich Tasks

Level of Questioning

How can we improve our questioning?

Develop and/or select deeper, richer mathematical problems to give to students

Increase the level of questions that we ask students

Change the type of questions that we ask students

So that we can increase Reasoning and Connections skills!

Question Analysis

Revised Bloom’s Taxonomy

Question Analysis Activity

0

2

4

6

8

10

12

Bloom's Level

Yes/No 1-2 Word Ans Short Ans Extended Ans0

2

4

6

8

10

12

Type of Question

Yes/No

1-2 Word Ans

Short Ans

Extended Ans

0 2 4 6 8 10 12

Question Analysis

Remembering Understanding ApplyingAnalysing Evaluating

Question Prompts and Stems

Walkthrough Tool

Example High School Walkthrough Data Report

Skim through the sample report. In your group, discuss:

What conclusions can you draw about math instruction at this school? What are they doing well? Where do they need to improve? What is most critical?

What can the principal of this school do to lead and support change in math instruction? What would you ask them to focus on?

High School Mathematics School Visits 2013-14

A Challenge:

How can we team within the department to be more intentional about creating discourse?

Shifting Our Perspective

When students don’t seem to understand something, my instinct is to consider how I can explain more clearly. A better way is to think “They can figure this out. I just need the right question.” - D. Kennedy (2002)

Never say anything a kid can say. - Reinhart (2000)